Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-10-01
IELTS Writing Task 1 question
The pie charts below show exports from various EU countries to India and China in 2000 and 2011.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
EU Exports of Goods to India and China in 2000 and 2011
Student answer (Band 5.5)
The pie charts illustrate a comparison of the exported goods from EU to India and China in two different years which are 2000 and 2011.
Overall it can be seen that UK and Germany accounted the highest export to India and china in 2000 whereas ,In 2011 Germany holds the largest share amongst EU countries in both countries .Austria recorded the lowest export in the given chart .
For india as per the data Germany reflected a surge in 10% followed by a rarely rose in Sweden , Italy , Netherland,Spain,Austria except Uk which attains a downfall in their exported goods of 16% with in mention years .Finland did not express any rise and fall in its percentage .
As far as China was concern German products extended their share by 10% as followed by slightly rose in Netherland and Spain by 1% . Moreover , France , finland , Uk, Sweden and Italy observed a decline in its exports while belgium maintain its market share of 5% in both years .
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response addresses the main parts of the task by identifying key exporters like Germany and the UK for both years, and providing an overview. However, some parts are only partially covered or lack clarity. For instance, the statement that Austria recorded the lowest export is partially inaccurate when examining individual categories, and details regarding specific percentage changes are sometimes vague or inadequately supported. While relevant features are selected, the development of ideas tends to be limited and lacks precision in comparing data across the two years. To reach a higher standard, the response needs to present a more thorough and accurate selection of key features with fully developed comparisons.
Coherence and Cohesion: Band 6.0
The text demonstrates a coherent overall arrangement with a clear attempt to group information by country and year, using paragraphing to separate the introduction, overview, and body details. However, cohesion is sometimes mechanical or faulty, with awkward transitions such as 'For india as per the data' and 'As far as China was concern'. Referencing and logical progression between sentences occasionally become unclear, making the flow bumpy. To improve, the writer should use a wider and more natural range of cohesive devices and ensure that referencing between ideas is handled smoothly throughout the report.
Lexical Resource: Band 5.5
The vocabulary used is minimally adequate for the task, demonstrating sufficient range to communicate basic information, such as 'exported goods', 'market share', and 'decline'. However, there are noticeable lexical errors, awkward word choices, and spelling or form slips, such as 'china' (uncapitalized), 'accounted the highest' (missing preposition), 'rarely rose' (likely intended as 'rose slightly'), 'Netherland' (missing plural 'Netherlands'), and 'was concern' (grammatical form error). The writer attempts some less common vocabulary, but these inaccuracies occasionally cause difficulty for the reader. Expanding vocabulary precision and collocation awareness is necessary to elevate this criterion.
Grammatical Range and Accuracy: Band 5.0
The response displays a limited range of sentence structures, with attempts at complex sentences often turning out faulty. There are frequent errors in grammar and punctuation, including subject-verb agreement issues (e.g., 'UK and Germany accounted the highest export'), incorrect prepositions (e.g., 'export to India'), missing articles, and punctuation errors like unnecessary commas before clauses ('whereas ,In'). These frequent errors can cause some difficulty for the reader and restrict the score. To improve, the writer needs to increase control over basic grammatical patterns and construct complex sentences with greater accuracy.
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